The quality of science education teachers’ work determines the effectiveness of education and science education programs in many respects. Given that the results of students are not the same for teachers with the same formal characteristics, we formulate the research problem: when assessing the effectiveness of teachers, we can distinguish a system of indicators that affect the effectiveness of education and educational programs. The purpose of this article is to analyze the quality of work of science education teachers in the Kirov region and their teaching practice. The leading research methods in this case are the concept of the third international study of teaching and learning “Teaching and Learning International Survey”, collecting data obtained through a questionnaire of science education teachers, analyzing the quality of work and conditions of pedagogical practices, statistical processing of the research results, modeling and conversations with heads of secondary schools and representatives of executive authorities. As a result of a study conducted in 2017–2020, in which 1146 teachers of secondary schools of the European part of Russia took part, including 310 science education teachers, the author of the article found: the workload of a school teacher of science education is 0.65; subjects teachers spend on average 42.2 hours every week to perform their official duties, urban teachers have more work than rural teachers; with age, teachers of science education have a partial redistribution of labor activity from teaching to administrative work; actual teaching takes 53% of working time in the structure of workload for teachers of science education; teachers evaluate the completeness of their knowledge upon completion of training at the level of 38% of the required level for performing labor activities; there is a predominant share of teachers with a moderate level of need for knowledge in most areas of professional development. The results of the study allow us to develop a set of group measures for training and methodological support of science education teachers. These measures should take into account the specifics of workload and the characteristics of professional deficits.